Which behavior should not be targeted for social skills training in students with disabilities?

Targeting specific behaviors for social skills training involves prioritizing those that can significantly impact a student’s ability to interact successfully with peers and adults. In this context, behaviors that are socially significant and enhance communication and interpersonal interactions are considered.

Making eye contact, sharing personal space, and using appropriate greetings are all essential components of effective social communication. They help in establishing rapport, demonstrating engagement, and facilitating more meaningful interactions. These behaviors are fundamental social skills that contribute to successful relationships in various settings, including school and community environments.

In contrast, making grunting noises in class is typically not a behavior that aligns with social skills training. While it may indicate a need for additional support, such as addressing underlying communication deficits or sensory issues, it does not directly enhance social interactions in the same way that the other behaviors do. Addressing grunting noises could involve different strategies focused on communication development or behavioral interventions rather than aiming for typical social skill enhancements. Therefore, focusing on behaviors that refuse to promote socially acceptable communication and interaction is misaligned with the goals of social skills training.